Finals Schedule: Spring 2015
Tuesday 6/21st:
2nd: 3rd: ELO: |
Wednesday 6/34th:
5th: 6th: ELO: |
Thursday 6/47th:
8th: Students dismissed! |
Friday 6/5NO SCHOOL!
Have a good summer! |
Week 20: May 26th-29th
Standards Addressed:
CCSS.ELA-LITERACY.RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
CCSS.ELA-LITERACY.RL.9-10.5: Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis.
-Determine multiple themes.
-Analyze character development in relationship to theme.
-Analyze choices of the author to determine author's purpose.
Essential Questions:
-Why do we still study Shakespeare?
-Why is Shakespeare considered "universal"?
-How are universal themes applied to modern society?
-How does Shakespeare critique his society?
Tuesday 5/26 BLOCK: 1, 2, 3, 4
Lesson Objective: Students will analyze character development, text structure, and theme development as they read Shakespeare's tragedy Romeo and Juliet. Agenda: 1. Finish R&J, Act V 2. Complete study guide-turn in 3. Watch Romeo and Juliet |
Wednesday 5/27 BLOCK: 5, 6, 7, 8
No Honors English 1 |
Thursday 5/28Lesson Objective:
Students will analyze character development, text structure, and theme development as they read Shakespeare's tragedy Romeo and Juliet. Agenda: 1. R&J final discussion |
Friday 5/29Lesson Objective:
Students will prepare for final exams. Agenda: 1. Distribute final essay part 1 |
Week 19: May 19th-22nd
Standards Addressed:
CCSS.ELA-LITERACY.RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
CCSS.ELA-LITERACY.RL.9-10.5: Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis.
-Determine multiple themes.
-Analyze character development in relationship to theme.
-Analyze choices of the author to determine author's purpose.
Essential Questions:
-Why do we still study Shakespeare?
-Why is Shakespeare considered "universal"?
-How are universal themes applied to modern society?
-How does Shakespeare critique his society?
Tuesday 5/19Lesson Objective:
Students will analyze character development, text structure, and theme development as they read Shakespeare's tragedy Romeo and Juliet. Agenda: 1. Continue R&J, Act III 2. Study guide |
Wednesday 5/20Lesson Objective:
Students will analyze character development, text structure, and theme development as they read Shakespeare's tragedy Romeo and Juliet. Agenda: 1. Continue R&J, Act III 2. Study guide |
Thursday 5/21Lesson Objective:
Students will analyze character development, text structure, and theme development as they read Shakespeare's tragedy Romeo and Juliet. Agenda: 1. Finish R&J, Act III 2. Begin R&J, Act IV 3. Study guide |
Friday 5/22Lesson Objective:
Students will analyze character development, text structure, and theme development as they read Shakespeare's tragedy Romeo and Juliet. Agenda: 1. Continue R&J, Act IV 2. Study guide 3. Collect study guide |
Week 18: May 12th-15th
Standards Addressed:
CCSS.ELA-LITERACY.RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
CCSS.ELA-LITERACY.RL.9-10.5: Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis.
-Determine multiple themes.
-Analyze character development in relationship to theme.
-Analyze choices of the author to determine author's purpose.
Essential Questions:
-Why do we still study Shakespeare?
-Why is Shakespeare considered "universal"?
-How are universal themes applied to modern society?
-How does Shakespeare critique his society?
Tuesday 5/4Lesson Objective:
Students will analyze character development, text structure, and theme development as they read Shakespeare's tragedy Romeo and Juliet. Agenda: 1. Continue R&J, Act II 2. Study guide |
Wednesday 5/5*Geology Field Trip*
No Class |
Thursday 5/6Lesson Objective:
Students will analyze character development, text structure, and theme development as they read Shakespeare's tragedy Romeo and Juliet. Agenda: 1. Finish R&J, Act II 2. Begin R&J, Act III 3. Study guide |
Friday 5/7Lesson Objective:
Students will analyze character development, text structure, and theme development as they read Shakespeare's tragedy Romeo and Juliet. Agenda: 1. Continue R&J, Act III 2. Study guide |
Week 17: May 4th-7th
Tuesday 5/4
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Wednesday 5/5
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Thursday 5/6
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Friday 5/7
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Week 16: April 28th-May 1st
Standards Addressed:
CCSS.ELA-LITERACY.RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
CCSS.ELA-LITERACY.RL.9-10.5: Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis.
-Determine multiple themes.
-Analyze character development in relationship to theme.
-Analyze choices of the author to determine author's purpose.
Essential Questions:
-Why do we still study Shakespeare?
-Why is Shakespeare considered "universal"?
-How are universal themes applied to modern society?
-How does Shakespeare critique his society?
Tuesday 4/28Lesson Objective:
Students will analyze character development, text structure, and theme development as they read Shakespeare's tragedy Romeo and Juliet. Agenda: 1. Finish R&J Act I 2. Act I study guide 3. Act I discussion |
Wednesday 4/29Lesson Objective:
Students will analyze character development, text structure, and theme development as they read Shakespeare's tragedy Romeo and Juliet. Agenda: 1. Begin R&J Act II 2. Act II study guide |
Thursday 4/30Lesson Objective:
Students will analyze character development, text structure, and theme development as they read Shakespeare's tragedy Romeo and Juliet. Agenda: 1. Continue R&J Act II 2. Act II study guide |
Friday 4/1Lesson Objective:
Students will analyze character development, text structure, and theme development as they read Shakespeare's tragedy Romeo and Juliet. Agenda: 1. Continue/Finish R&J Act II 2. Act II study guid |
Week 15: April 21st-24th
Standards Addressed:
CCSS.ELA-LITERACY.RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
CCSS.ELA-LITERACY.RL.9-10.5: Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis.
-Determine multiple themes.
-Analyze character development in relationship to theme.
-Analyze choices of the author to determine author's purpose.
Essential Questions:
-Why do we still study Shakespeare?
-Why is Shakespeare considered "universal"?
-How are universal themes applied to modern society?
-How does Shakespeare critique his society?
Tuesday 4/21Lesson Objective:
Students will understand why we read Shakespeare, what "universal" means, and summarize the prologue of Shakespeare's tragedy Romeo and Juliet. Agenda: 1. Wrap up loose ends of TKAM 2. What does "universal" mean? -love -hate -betrayal -fate -sex -revenge -choices 3. Romeo and Juliet study guides: prologue |
Wednesday 4/22Lesson Objective:
Students will analyze character development, text structure, and theme development as they read Shakespeare's tragedy Romeo and Juliet. Agenda: 1. Review prologue 2. Assign characters for Act I 3. Begin reading Act 1, scene 1 aloud 4. Begin completing study guide for Act I |
Thursday 4/23Lesson Objective:
Students will analyze character development, text structure, and theme development as they read Shakespeare's tragedy Romeo and Juliet. Agenda: 1. Finish reading Act 1 + study guide |
Friday 4/24Lesson Objective:
Students will examine how the director of the film Romeo and Juliet (1996) conveys a rhetorical purpose using characterization. Agenda: 1. Romeo and Juliet Film Study (starring Leonardo DiCaprio) 2. Response (1/2 page): How does the director use characterization (speech, costume, body language) to convey a message about one of the universal theme topics? -love -hate -betrayal -fate -sex -revenge -choices |
Week 14: April 14th-17th
Standards Addressed:
CCSS.ELA-LITERACY.RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
CCSS.ELA-LITERACY.RI.9-10.5: Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
CCSS.ELA-LITERACY.RI.9-10.6: Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Unit Objectives:
Students will...
-Cite strong and thorough textual evidence to support analysis of a text.
-Determine a central theme of a text.
-Determine an author's rhetorical purpose for writing a text.
-Analyze how an author's claims are developed through close-reading.
Essential Questions:
-How does the historical setting help to propel a novel's plot?
-How does an author utilize the concept of "justice" (or lack of) to convey his/her purpose?
-What is connotation? Diction? Syntax?
-How does an author use connotative language, diction, and syntax to convey his/her purpose?
Tuesday 4/14Lesson Objective:
Students will examine how Harper Lee uses language and text structure to convey her rhetorical purpose in the novel To Kill a Mockingbird. Agenda: 1. TKAM final discussion 2. Begin rhetorical precis sentence 1 and 2 |
Wednesday 4/15Lesson Objective:
Students will examine how Harper Lee uses language and text structure to convey her rhetorical purpose in the novel To Kill a Mockingbird. Agenda: 1. Sentence 1 and 2 DUE 2. Begin writing sentences 3 and 4 |
Thursday 4/16Lesson Objective:
Students will examine how Harper Lee uses language and text structure to convey her rhetorical purpose in the novel To Kill a Mockingbird. Agenda: 1. Sentences 3 and 4 DUE 2. Begin typing final rhetorical precis |
Friday 4/17Lesson Objective:
Students will complete a pre-test about rhetorical strategies and rhetorical purpose by writing an AP-style timed essay. Agenda: 1. Atticus' Closing Argument (rhetorical analysis) |
Week 13: April 7th-10th
Standards Addressed:
CCSS.ELA-LITERACY.RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
CCSS.ELA-LITERACY.RI.9-10.5: Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
CCSS.ELA-LITERACY.RI.9-10.6: Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Unit Objectives:
Students will...
-Cite strong and thorough textual evidence to support analysis of a text.
-Determine a central theme of a text.
-Determine an author's rhetorical purpose for writing a text.
-Analyze how an author's claims are developed through close-reading.
Essential Questions:
-How does the historical setting help to propel a novel's plot?
-How does an author utilize the concept of "justice" (or lack of) to convey his/her purpose?
-What is connotation? Diction? Syntax?
-How does an author use connotative language, diction, and syntax to convey his/her purpose?
Tuesday 4/7Lesson Objective:
Students will examine how Harper Lee uses language and text structure to convey her rhetorical purpose in the novel To Kill a Mockingbird. Agenda: 1. Read/annotate TKAM 24-27 2. NO RESPONSE, but please annotate so we have something to discuss tomorrow! |
Wednesday 4/8Lesson Objective:
Students will examine how Harper Lee uses language and text structure to convey her rhetorical purpose in the novel To Kill a Mockingbird. Agenda: 1. Discuss TKAM 24-27 2. Begin reading/annotating TKAM 27-31 3. NO RESPONSE, please annotate! |
Thursday 4/9 *SUB*
Lesson Objective: Students will examine how the director of the film To Kill a Mockingbird conveys a rhetorical purpose using characterization. Agenda: 1. TKAM Film Study (starring Gregory Peck) 2. Response (1/2 page): How does the director use characterization (speech, costume, body language) to convey a purpose about justice? |
Friday 4/10 *SUB*
Students will examine how the director of the film To Kill a Mockingbird conveys a rhetorical purpose using characterization. Agenda: 1. TKAM Film Study (starring Gregory Peck) 2. Response (1/2 page): How does the director use characterization (speech, costume, body language) to convey a purpose about justice? |
Spring Break
March 28th-April 6th
Week 12: March 24th-27th
Standards Addressed:
CCSS.ELA-LITERACY.RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
CCSS.ELA-LITERACY.RI.9-10.5: Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
CCSS.ELA-LITERACY.RI.9-10.6: Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Unit Objectives:
Students will...
-Cite strong and thorough textual evidence to support analysis of a text.
-Determine a central theme of a text.
-Determine an author's rhetorical purpose for writing a text.
-Analyze how an author's claims are developed through close-reading.
Essential Questions:
-How does the historical setting help to propel a novel's plot?
-How does an author utilize the concept of "justice" (or lack of) to convey his/her purpose?
-What is connotation? Diction? Syntax?
-How does an author use connotative language, diction, and syntax to convey his/her purpose?
Tuesday 3/24Lesson Objective:
Students will examine how Harper Lee uses language and text structure to convey her rhetorical purpose in the novel To Kill a Mockingbird. Agenda: 1. Discuss TKAM 10-15 2. Begin reading/annotating TKAM 16 3. Response: How does Harper Lee use word choice/sentence structure in TKAM 16-17 to convey a message about justice? HW: Finish TKAM 16-17 + response |
Wednesday 3/25Lesson Objective:
Students will examine how Harper Lee uses language and text structure to convey her rhetorical purpose in the novel To Kill a Mockingbird. Agenda: 1. Discuss TKAM 16-17 2. Begin reading/annotating TKAM 18-19 3. Response: How does Harper Lee use word choice/sentence structure in TKAM 18-19 to convey a message about justice? HW: TKAM 18-19 + response |
Thursday 3/26Lesson Objective:
Students will examine how Harper Lee uses language and text structure to convey her rhetorical purpose in the novel To Kill a Mockingbird. Agenda: 1. Discuss TKAM 18-19 2. Begin reading/annotating TKAM 20-21 3. Response: How does Harper Lee use word choice/sentence structure in TKAM 18-19 to convey a message about justice? |
Friday 3/27Lesson Objective:
Students will examine how Harper Lee uses language and text structure to convey her rhetorical purpose in the novel To Kill a Mockingbird. Agenda: 1. Discuss 20-21 2. Begin reading/annotating TKAM 22-23 3. Response: How does Harper Lee use word choice/sentence structure in TKAM 18-19 to convey a message about justice? |
Tuesday 3/17
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Wednesday 3/18
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Thursday 3/19
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Friday 3/20
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Tuesday 3/10
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Wednesday 3/11
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Thursday 3/12
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Friday 3/13
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Week 9: March 3rd-6th
Standards Addressed:
CCSS.ELA-LITERACY.RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
CCSS.ELA-LITERACY.RI.9-10.5: Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
CCSS.ELA-LITERACY.RI.9-10.6: Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Unit Objectives:
Students will...
-Cite strong and thorough textual evidence to support analysis of a text.
-Determine a central theme of a text.
-Determine an author's rhetorical purpose for writing a text.
-Analyze how an author's claims are developed through close-reading.
Essential Questions:
-How does the historical setting help to propel a novel's plot?
-How does an author utilize the concept of "justice" (or lack of) to convey his/her purpose?
-What is connotation? Diction? Syntax?
-How does an author use connotative language, diction, and syntax to convey his/her purpose?
Tuesday 3/3Lesson Objective:
Students will examine how Harper Lee uses language and text structure to convey her rhetorical purpose in the novel To Kill a Mockingbird. Agenda: 1. Discuss TKAM 5-6 2. Begin reading TKAM 7-8 3. Response: How does Harper Lee use word choice/sentence structure in TKAM 7-8 to convey a message about justice? HW: Finish TKAM 7-8 + response |
Wednesday 3/4Lesson Objective:
Students will examine how Harper Lee uses language and text structure to convey her rhetorical purpose in the novel To Kill a Mockingbird. Agenda: 1. Discuss TKAM 7-8 2. Begin reading TKAM 9-10 3. Conferences with me about CADL (current academic discussion level) 4. Discussion Questions: -What is Harper Lee's message about justice (purpose)? -How is Harper Lee conveying that message (connotation, syntax, diction)? |
Thursday 3/5Lesson Objective:
Students will examine how Harper Lee uses language and text structure to convey her rhetorical purpose in the novel To Kill a Mockingbird. Agenda: 1. PARCC ELA Tutorial http://parcc.pearson.com/tutorial/ 2. Prepare for Socratic Seminar (1-10) 3. Continue CADL conferences |
Friday 3/6Lesson Objective:
Students will participate in a Socratic Seminar discussion to further examine how Harper Lee uses language and text structure to convey her rhetorical purpose in the novel To Kill a Mockingbird. Agenda: 1. TKAM Socratic Seminar 1 (1-10) HW: TKAM 11-12 (just read for examples of justice/injustice) |
Week 8: February 24th-27th
Standards Addressed:
CCSS.ELA-LITERACY.RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
CCSS.ELA-LITERACY.RI.9-10.5: Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
CCSS.ELA-LITERACY.RI.9-10.6: Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Unit Objectives:
Students will...
-Cite strong and thorough textual evidence to support analysis of a text.
-Determine a central theme of a text.
-Determine an author's rhetorical purpose for writing a text.
-Analyze how an author's claims are developed through close-reading.
Essential Questions:
-How does the historical setting help to propel a novel's plot?
-How does an author utilize the concept of "justice" (or lack of) to convey his/her purpose?
-What is connotation? Diction? Syntax?
-How does an author use connotative language, diction, and syntax to convey his/her purpose?
Tuesday 2/24Lesson Objective:
Students will understand the historical context surrounding Harper Lee's novel To Kill a Mockingbird. Agenda: 1. Begin reading TKAM 1 (close-read) -How does the author describe the town of Macomb? (descriptive words and phrases) -What can be inferred about the town/citizens that live there? HW: Finish TKAM 1
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Wednesday 2/25Lesson Objective:
Students will define the word "justice", and examine how Harper Lee uses language and text structure to convey her rhetorical purpose in the novel To Kill a Mockingbird. Agenda: 1. Discuss TKAM 1 2. Define justice 3. Begin reading TKAM 2 Response: How does Harper Lee use vivid descriptions in TKAM 2 to convey a message about justice? HW: Finish TKAM 2 + response |
Thursday 2/26Lesson Objective:
Students will examine how Harper Lee uses language and text structure to convey her rhetorical purpose in the novel To Kill a Mockingbird. Agenda: 1. Discuss TKAM 2 2. Begin reading TKAM 3-4 Response: How does Harper Lee use word choice/sentence structure in TKAM 3-4 to convey a message about justice? HW: Finish TKAM 3-4 + response |
Friday 2/27Lesson Objective:
Students will examine how Harper Lee uses language and text structure to convey her rhetorical purpose in the novel To Kill a Mockingbird. Agenda: 1. Discuss TKAM 3-4 2. Begin reading TKAM 5-6 3. Response: How does Harper Lee use word choice/sentence structure in TKAM 5-6 to convey a message about justice? HW: Finish TKAM 5-6 + response |
Week 7: February 17th-20th
Standards Addressed:
CCSS.ELA-LITERACY.RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis.
-Determine a theme and analyze how the theme develops over the course of a text.
-Analyze an author's purpose for writing a text and how an author uses rhetoric to express that purpose.
Essential Questions:
-What is rhetoric and rhetorical devices?
-How does an author use rhetorical devices to advocate for social change?
Tuesday 2/17Lesson Objective:
Students will analyze an actual AP prompt for rhetorical strategies and how those strategies assist in the author achieving a rhetorical purpose. Agenda: 1. Check for outlines 2. Discuss annotations -What did you find? -What is the author's purpose for using it? -What is the author's purpose for the entire speech? Does she achieve that purpose (considering her audience)? |
Wednesday 2/18Lesson Objective:
Students will analyze exemplar essays from an AP prompt to assign it a score from the AP rubric, then write rationales explaining the reasoning for the score. Agenda: 1. Feedback from Animal Farm pre-test 2. SciFi Introductions 3. AP exemplars (Florence Kelley) HW: Finish rationales for giving the essay the score you did (three rationales total) |
Thursday 2/19Lesson Objective:
Students will analyze exemplar essays from an AP prompt to assign it a score from the AP rubric, then write rationales explaining the reasoning for the score. Agenda: 1. Exemplar essay analysis 2. SciFi conclusions |
Friday 2/20Lesson Objective:
Students will complete a post-test about rhetorical strategies and rhetorical purpose by writing an AP-style timed essay. Agenda: 1. Animal Farm rhetorical analysis (post-test) |
Week 6: February 10th-13th
Standards Addressed:
CCSS.ELA-LITERACY.RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis.
-Determine a theme and analyze how the theme develops over the course of a text.
-Analyze an author's purpose for writing a text and how an author uses rhetoric to express that purpose.
Essential Questions:
-What is rhetoric and rhetorical devices?
-How does an author use rhetorical devices to advocate for social change?
Tuesday 2/10Lesson Objective:
Students will understand satire, apply how satire is presented in George Orwell's novel Animal Farm, and analyze Orwell's rhetorical purpose using satire. Agenda: 1. What is satire? 2. What is rhetorical purpose? 3. Grading standards for Socratic Seminar HW: Prepare for seminar |
Wednesday 2/11Lesson Objective:
Students will participate in a Socratic Seminar discussion analyzing rhetorical purpose and satire in George Orwell's novel Animal Farm. Agenda: 1. Socratic Seminar: Animal Farm Sources you can use: -Animal Farm by George Orwell -Essential questions (on the board) -Anything from outside research or class discussions in Watkins' class -Anything from class discussions in our class |
Thursday 2/12Lesson Objective:
Students will complete a pre-test about rhetorical strategies and rhetorical purpose by writing an AP-style timed essay. Agenda: 1. Animal Farm rhetorical analysis (pre-test) |
Friday 2/13Lesson Objective:
Students will analyze an actual AP prompt for rhetorical strategies and how those strategies assist in the author achieving a rhetorical purpose. Agenda: 1. AP rhetorical analysis (Florence Kelly) -Text/Task/Language analysis -Partners: Read speech with a partner and annotate for rhetorical devices HW: Create a CLAIM and an OUTLINE (shoot for 3 points WITH EVIDENCE) for class on Tuesday |
Week 5: February 3rd-6th
Standards Addressed:
CCSS.ELA-LITERACY.RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis.
-Determine a theme and analyze how the theme develops over the course of a text.
-Analyze an author's purpose for writing a text and how an author uses rhetoric to express that purpose.
Essential Questions:
-What is rhetoric and rhetorical devices?
-How does an author use rhetorical devices to advocate for social change?
Tuesday 2/3Lesson Objective:
Students will participate in a group role-play activity and apply rhetorical strategies based on allegorical groups of animals presented in George Orwell's Animal Farm. Agenda: 1. Presentations HW: AF 5 |
Wednesday 2/4Lesson Objective:
Students will analyze rhetorical strategies used by Orwell in his novel Animal Farm to examine how these strategies assist in promoting social change. Agenda: 1. Discuss AF 5 2. Collect AF 5 responses 3. Begin research on trade practices in: -Communist China -Soviet Union -North Korea -Cuba Response: Compare and contrast the trading procedures practiced by Communist countries to the way Napoleon negotiates trade on Animal Farm. Use examples from your research and examples from the novel to support your claim. HW: AF 6 |
Thursday 2/5Lesson Objective:
Students will analyze rhetorical strategies used by Orwell in his novel Animal Farm to examine how these strategies assist in promoting social change. Agenda: 1. Discuss AF 6 2. Begin reading AF 7 HW: AF 7 |
Friday 2/6Lesson Objective:
Students will analyze rhetorical strategies used by Orwell in his novel Animal Farm to examine how these strategies assist in promoting social change. Agenda: 1. Discuss AF 7 HW: AF 8-9 |
Week 4: January 27th-30th
Standards Addressed:
CCSS.ELA-LITERACY.RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis.
-Determine a theme and analyze how the theme develops over the course of a text.
-Analyze an author's purpose for writing a text and how an author uses rhetoric to express that purpose.
Essential Questions:
-What is rhetoric and rhetorical devices?
-How does an author use rhetorical devices to advocate for social change?
Tuesday 1/27Lesson Objective:
Students will analyze rhetorical strategies used by Orwell in his novel Animal Farm to examine how these strategies assist in promoting social change. Agenda: 1. What is state atheism? 2. Discuss AF 2 3. Begin reading AF 3 HW: AF 3 |
Wednesday 1/28Lesson Objective:
Students will analyze rhetorical strategies used by Orwell in his novel Animal Farm to examine how these strategies assist in promoting social change. Agenda: 1. Continue discussion of AF 2 2. Begin discussion of AF 3 3. Begin reading AF 4 HW: AF 4 |
Thursday 1/29Lesson Objective:
Students will participate in a group role-play activity and apply rhetorical strategies based on allegorical groups of animals presented in George Orwell's Animal Farm. Agenda: 1. 5-minute personality test 2. Groups: -Define your group's PURPOSE/ROLE -Define your group's MOTIVATION for fulfilling that role -Define your group's PLIGHT (complaints) -Define your group's REQUESTS of your leaders and identify the CONDITIONS of those requests HW: Construct your portion of your group's presentation using ethos, logos, pathos |
Friday 1/30Lesson Objective:
Students will analyze rhetorical strategies used by Orwell in his novel Animal Farm to examine how these strategies assist in promoting social change. Agenda: 1. 10 minutes-regroup 2. Presentations HW: Read AF 5 + - annotate for Snowball's leadership style vs. Napoleon's leadership style - annotate Napoleon's address for rhetorical appeals or devices Response: What is Napoleon's purpose for giving the address? Is his address effective? Use your annotations for rhetorical appeals/devices to help support your claim. |
Week 3: January 20th-23rd
Standards Addressed:
CCSS.ELA-LITERACY.RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis.
-Determine a theme and analyze how the theme develops over the course of a text.
-Analyze an author's purpose for writing a text and how an author uses rhetoric to express that purpose.
Essential Questions:
-What is rhetoric and rhetorical devices?
-How does an author use rhetorical devices to advocate for social change?
Tuesday 1/20Lesson Objective:
Students will begin analyzing rhetorical strategies used by Orwell in his novel Animal Farm. Agenda: 1. Finish rhetorical analysis of Major's speech (AF 1) 2. Discuss author's purpose -What is Major's purpose for giving the speech? -What is Orwell's purpose for giving Major his voice? HW: Reread "Beasts of England" (AF 1) for rhetorical appeals/devices
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Wednesday 1/21Lesson Objective:
Students will draw comparisons between an excerpt of Animal Farm ("Beasts of England") and the anthem of the former Soviet Union. Agenda: 1. Analyze lyrics of "Beasts of England" 2. Watch Soviet Union anthem (YouTube) and analyze for rhetorical strategies 3. Analyze lyrics of Soviet Union anthem for rhetorical strategies Prompt: How are the rhetorical strategies used in "Beasts of England" (AF) and the Soviet Union anthem similar? What is Orwell's purpose for alluding to the Soviet Union anthem? |
Thursday 1/22Lesson Objective:
Students will continue analyzing rhetorical strategies used by Orwell in his novel Animal Farm. Agenda: 1. Discuss comparisons 2. Begin reading AF 2 HW: AF 2 |
Friday 1/23Freshmen Meeting: No Class
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Week 2: January 12th-16th
Standards Addressed:
CCSS.ELA-LITERACY.RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis.
-Determine a theme and analyze how the theme develops over the course of a text.
-Analyze an author's purpose for writing a text and how an author uses rhetoric to express that purpose.
Essential Questions:
-What is rhetoric and rhetorical devices?
-How does an author use rhetorical devices to advocate for social change?
Tuesday 1/13Lesson Objective:
Students will build background about communism by reading an informational article. Agenda: 1. Review rhetorical triangle 2. Read Intro to Communism article 3. Complete Cornell notes HW: Finish reading and Cornell notes
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Wednesday 1/14Lesson Objective:
Students will analyze propaganda of the Soviet Union using the rhetorical triangle. Agenda: 1. Review rhetorical triangle 2. Soviet propaganda discussion HW: Read Animal Farm, 1 Annotate for rhetorical appeals and devices
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Thursday 1/15Lesson Objective:
Students will analyze propaganda of the Soviet Union using the rhetorical triangle. Agenda: 1. Introduce rhetorical strategies 2. Begin annotating Old Major's speech (AF 1) HW: Finish rhetorical analysis of passage |
Friday 1/16Lesson Objective:
Students will begin analyzing rhetorical strategies used by Orwell in his novel Animal Farm. Agenda: 1. Begin rhetorical analysis of Major's speech (AF 1) 2. Discuss author's purpose -What is Major's purpose for giving the speech? -What is Orwell's purpose for giving Major his voice? |
Week 1: January 6th-9th
Standards Addressed:
CCSS.ELA-LITERACY.RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis.
-Determine a theme and analyze how the theme develops over the course of a text.
-Provide an objective summary of a text.
-Analyze character development.
Essential Questions:
-What is symbolism?
-What is an allegory?
-What is rhetoric and rhetorical devices?
-How does an author use rhetorical devices to advocate for social change?
Tuesday 1/6Lesson Objective:
Students will understand expectations of Ms. Mueller's class and discuss feedback from beginning-of-year practice PARCC essays. Agenda: 1. Welcome! 2. Syllabus for newbies 3. PARCC rubric review 4. BOY feedback discussion
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Wednesday 1/7Lesson Objective:
Students will demonstrate knowledge gained by completing a mid-year practice PARCC exam. Agenda: 1. PARCC essay (narrative) |
Thursday 1/8Lesson Objective:
Students will demonstrate knowledge gained by completing a mid-year practice PARCC exam. Agenda: 1. PARCC essay (research simulation) |
Friday 1/9Lesson Objective:
Students will define "rhetoric", understand the rhetorical triangle, and commonly-used rhetorical devices. Agenda: 1. What is "rhetoric?' 2. Rhetorical Triangle 3. Rhetorical devices |